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Leadership of Assessment, Inclusion, and Learning

  • Shelleyann Scott
  • Donald E. Scott
  • Charles F. Webber

Part of the The Enabling Power of Assessment book series (EPAS, volume 3)

Table of contents

  1. Front Matter
    Pages i-xv
  2. Pragmatics of Assessment Leadership – What Leaders Need to Know About Assessment

    1. Front Matter
      Pages 23-23
    2. Michelle McKean, E. Nola Aitken
      Pages 25-44
  3. Pragmatics of Assessment Leadership in the Disciplines

  4. Pragmatics of Assessment Leadership for Inclusion

  5. Back Matter
    Pages 365-367

About this book

Introduction

This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment. In particular, it offers guidance to school and district personnel charged with fair and appropriate assessment of students who represent a wide variety of abilities and cultures. Chapters focus on issues that directly impact the educational lives of teachers, students, parents, and caregivers. Importantly, the confluence of assessment practices and community expectations also are highlighted.

Assessment is highly politicised in contemporary society and this book will both confirm and challenge readers’ beliefs and practices. Indeed, discerning readers will understand that the chapters offer them a bridge from many established assessment paradigms to pragmatic, ethical solutions that align with current expectations for schools and districts.

In Part One, readers engage with concepts and skills needed by school learning leaders to guide optimal assessment practices. Part Two delves into student assessment within and across disciplines. Part Three provides pragmatic approaches that address assessment in the context of inclusive intercultural education, pluralism, and globalisation.

Keywords

Accountability Assessment policy Authentic assessment Criterion-referenced Differentiated assessment Formative assessment Inclusion Indigenous students Instructional leadership Norm-referenced Peer assessment Self-assessment Special education Standardised testing Summative assessment

Editors and affiliations

  • Shelleyann Scott
    • 1
  • Donald E. Scott
    • 2
  • Charles F. Webber
    • 3
  1. 1.Werklund School of EducationUniversity of CalgaryCalgaryCanada
  2. 2.Werklund School of EducationUniversity of CalgaryCalgaryCanada
  3. 3.Faculty of Continuing Education and ExtensionMount Royal UniversityCalgaryCanada

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-23347-5
  • Copyright Information Springer International Publishing Switzerland 2016
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-23346-8
  • Online ISBN 978-3-319-23347-5
  • Series Print ISSN 2198-2643
  • Series Online ISSN 2198-2651
  • Buy this book on publisher's site
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